ABSTRACT
This chapter provides theoretical touchpoints for considering relational and, thus, political dimensions of space-time and mutually constitutive relations among literacy practices, mobilities, and places. It argues that attention to interrelated literacies and mobilities requires the adoption of methods that can capture, perform, and sometimes intervene in fleeting, distributed, multiple, and complex processes of movement and also account for their sensory, affective, and material dimensions. One challenge of discussing both literacy and mobility, taken together or separately, is that these terms have such deeply entrenched commonplace associations in conversations about education. Following critical and feminist geographers, literacy and language scholars have long challenged notions of bounded and static place by approaching places as products of interrelations embedded in material practice. Literacy studies explicitly engage mobilities in a number of sometimes overlapping, sometimes diverging areas of research.
